Personal Blogs

1. Do you prefer certain forms of  representation to others?

I lean on visual resources such as videos (TV) and audio over the written word.   My instinct is that I absorb information better than a heavy text article.  I am however able to transfer this information and create written work.  If I am asked to read a lengthy article (such as the ‘Of Mind and Media’ (Solomon 1997), I always have to print and then with a selection of colour highlighters read and highlight key points with added symbol for key points.  This gives the text form that I am then able to interpret easier.

2. If so, why?

The article talks about ‘social conditioning’ and I think there is an element of truth with this.  I do automatically think that watching a video presentation will be less taxing on the brain than say a transcript of the same presentation, so if given a choice I will always watch the video. 

I agree with the articles comment on learning outcomes and that this not necessarily based upon the media selected.    For example, if I was asked to watch a presentation but without an assignment brief,  I would probably be carrying out other tasks at the same time and be viewing it ‘lightly’.  However, if I am asked to summarise the presentation and highlight key points being made, or answer specific questions,  I would watch with focus and take notes to support this process.  I would give the same energy to the task than if I was asked to read the transcript  of the video.

3. Does this preference apply to everything you attempt to learn?

Not really – I think individual conditioning to absorbing information in day to day life to create a personalised preference model occurs.  For example, I like to learn about the day’s news from reading on the BBC mobile news site on my phone.   I would far prefer to use the laptop for my OU study.  If I was required to learn about advanced anatomy I  would select videos everytime.  This preference fits into my lifestyle and the times allocated within my daily life and the media available to me at that time.  Additionally, I do feel that having a selection of media that relies in various ratios of auditory and visual content to be valuable options and choices available to us.

Note any implications for you as a teacher or as somebody who supports the learning of others. For example:

1. Does the article make you think differently about what you do?

If anything it supports  my logic and approach in teaching.   For example, when teaching advanced anatomy,  I offer a range of resources that include:  Mind Maps, Audio Notes, Written Documents, Videos, Web 2.0 collaborative tools and online games.   They all cover the same content but in different methods.  I am not challenging why learners prefer certain media or learning objects but instead wishing to give the options to my learners so that they can personalise their learning experience and choose the media that best meets their preference, which may be influenced on that specific day’s activity as much as a highly developed learning preference.

2. Can you describe any specific examples of how different forms of representation are an important influence on teaching and learning      situations with which you are familiar?

I will continue my examples of advanced anatomy.  I had a number of learners who were struggling to absord the content through written form.  After completing a VAK’s assessment it resulted in that many had a strong preference to Auditory learning.  I took the same written notes and recorded them to MP3 files.  The content/transcript was exactly the same – only the media was different.  The feedback from learners was very positive in that they felt comfortable with this form as it could be placed on their own device and be accessed whilst undertaking other activities.  It could be argued therefore that the focus and energy whilst accessing the resources was low but the learning outcomes were very strong and demonstrated strong learning progress.

3. To what extent do assessment methods constrain or privilege certain forms of      representation (for example, how much does a written examination reveal      about a learner’s competence in communicating effectively in a second language?).

This relates somewhat back to the authentic assessment that we covered last week.  Using the example given above (second language),  it could be argued that a written examination may not sufficiently assess the ‘ebb and flow’ of language, with the ability to listen to the spoken word at a pace realistic for that language, or the ability to then internalise to form a suitable extension of the conversation.  The written form may indicate a learners understanding of the theory of the language but not necessarily the implementation in a practical setting.

Reference:

Salomon, Gavriel, Phi Delta Kappan. (1997). Of Mind and Media. Available: http://eds.a.ebscohost.com.libezproxy.open.ac.uk/ehost/detail/detail?sid=1785d8b5-18e6-4c89-8b71-e57db171a853%40sessionmgr4005&vid=1&hid=4111&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=a9h&AN=97013. Last accessed 9th March 2015.